Supporting the Transfer Pipeline: Increasing First-Generation Community College Transfer Students' Persistence at Four-Year Institutions

Autor/in	Graf, Natasha A.
Titel	Supporting the Transfer Pipeline: Increasing First-Generation Community College Transfer Students' Persistence at Four-Year Institutions
Quelle	(2023), (110 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, Northeastern University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	979-8-3794-0790-2
Schlagwörter	Hochschulschrift; Dissertation; Community College Students; College Transfer Students; First Generation College Students; Academic Persistence; Colleges; Academic Achievement; Coaching (Performance); Peer Relationship; Success; Academic Support Services; Self Advocacy; Cultural Capital; Skill Development; Peer Influence + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Community college; Community colleges; College students; Community College; Collegestudent; Hochschulwechsel; Schulwechsel; Studienortwechsel; College; Hochschule; Fachhochschule; Schulleistung; Peer-Beziehungen; Erfolg; Selbstbehauptung; Kompetenzentwicklung; Qualifikationsentwicklung
Abstract	First-generation community college students face barriers and challenges when they transfer to four-year institutions that can impact bachelor-degree completion. This action research study aimed to investigate ways to improve academic success and persistence of first-generation community college transfer students at a four-year college. Data collected in Cycle 1 consisted of interviews with recent first-generation community college transfer students and peer success coaches who support new transfer students in their first semester. Findings from Cycle 1 revealed several themes, including first-generation student mindset, academic transition challenges in meeting professors' expectations, difficulty connecting to resources, and support structures that enable persistence. The action step implemented in Cycle 2 consisted of a four-week academic skills-building support workshop that focused on accessing the library's databases to find sources, guidance on developing research questions and adjusting to different citation formats, and assistance on structuring longer writing assignments, with the goal of increasing participants' self-efficacy and maximizing the likelihood of academic success and persistence. Findings derived from this study highlighted the importance of providing programming for first-generation community college transfer students that includes targeted academic support programs, skills in developing self-advocacy and cultural capital, and group workshops where students can learn from their peers. Implications for the organization included embedded writing and research support for new transfer students, collaboration with faculty and key administrative staff, and bridge programs to facilitate student success. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01